예비 초등 교사의 무용 수업 인식에 영향을 주는 요인 탐색

Abstract

On the assumption that the activation of dance depends on dance education, this study purposed to survey how dance class is perceived by pre‐service elementary school teachers who will lead future dance classes in elementary school, which is the place for the most basic dance education, and to provide opportunities to think about strategies for rooting dance education into the field of elementary education. The participants of this study were 12 pre‐service elementary school teachers who were seniors at J University of Education, and data were collected for about 2 months from August to October, 2014 through 3 questionnaire surveys, 6‐9 individual interviews, and 2 group interviews. From the contents of the interviews were drawn out common words using Glaser & Strauss’ grounded theory method, and the words were classified according to meaning, and the process of perception was analyzed along the flow of time and relationship. According to the results, the students’ perception of dance class that they would serve in the future as a teacher was affected by their past experiences as an elementary school child and their experiences as a pre‐service elementary school teacher and the interaction of these experiences with their social perceptions and educational knowledge. The participants perceived dance class not as an independent curriculum but as a part of physical education, and thought that the class may be skipped depending on the teacher’s will, learning environment, and other considerations. The most significant factor resulting in such perception of dance class was the absence of purpose, which was followed by pleasure and expertise. They usually associated these factors negatively with dance class, and it was concluded that the participants would not conduct dance classes as an elementary school teacher. If dance education is not performed adequately in elementary school, it will lead to declines in dance activity as a lifelong leisure activity, in the enjoyment of dance performances, in the number of dance students, and ultimately in the recognition of the importance of dance. Now when all the other curriculums are seeking learner‐centered class environment, dance education also needs to be changed rather than insisting on existing learning methods and curriculums. That is, it is required to design easier and more pleasant dance classes, to explore the educational goals of the class, to implement learning activities sharing ideas, and to develop various dance learning activities.